Year One - Term 1, Day 23 Review.

Year One - Term 1, Day 23 Review

My name is Engagement Norms Block 1: Opening Activity: Name Song
Use “If you’re happy and you know it” melody to sing: If your name is on the plate, pick it up. If your name is on the plate, pick it up. If your name is on the plate, then you’re really doing great! If your name is on the plate, pick it up. Activity: Name Song Engagement Norms Name Game My name is Teacher says the name of a student three times. Students repeat the name three times. Teacher asks students to stand up, and repeat “My name is______.” Teacher asks the rest of the students to say the name. Note: Select five different students per day to do this activity. Teacher Note: Method of Delivery Name Game CFU Tell your partner your name. My name is __________.

We will read the alphabet.
Block 1: Opening Learning Objective Declare the Objective We will read the alphabet. What will we read? We will read the _______. Teacher Note Concept Development Refer to posted alphabet. The alphabet is all the letters. Each letter has a name. Alphabet Song Checking for Understanding Tell me a letter in the alphabet. Repeat after me. “The alphabet is all the letters.” Tell your partner. Skill Development & Guided Practice Checking for Understanding Teacher says the name of the letter and alternates with students five times. This initial process may take time, but should progress as the term continues. Teacher says, “The name of the letter is ____.” Students repeat the name of the letter. Continue this process with all the letters of the alphabet. Select ten letters and review the letter sounds. Alternate between teacher and students five times. Teacher Note: Method of Delivery Then, teacher points to a letter already taught and asks, “What is the name of this letter?” Students reply with, “The name of the letter is ____.”

Block 1: Opening Daily Review Teacher Note
You will need to type the date each day in the PowerPoint or write it on the board. Teacher Note Use "Frere Jacques“ melody to sing: Today is _______. Today is _______. All day long, all day long. Yesterday was ______. Tomorrow will be _______. Oh what fun! Oh what fun! Activity: Daily Message Chant Students, this is our daily message. It tells us the date. Please follow along as I read the sentence. “Today is ____________ (day of the week, day of the month, month of the year and year.)” For example: Wednesday, 22nd of July, Message What is today’s date? “Today is _______________.” Checking for Understanding

nail rain lay stray game wave tree meet team sea Long a
Block 1: Opening Daily Review Click here to hear the sounds. Long a Long a Spelling – ai Long a Spelling – ay Long a Spelling – a_e nail rain lay stray game wave Long e Long e Spelling – ee Long e Spelling – ea tree meet team sea Skill Development & Guided Practice Review the long a and sounds and spellings. This pattern of saying the letter name, sound and word should be repeated several times. Practise this pattern (name, sound and word) alternating between teacher and students five times Say the name of the letter. Teacher points to the letter. (Teacher then students. Pair-Share and call on non-volunteers) Say the sound of the letter (insert the sound). (Teacher then students; Pair-Share and call on non-volunteers) Say the name of the picture. Teacher points to the picture. (Teacher then students; Pair-Share and call on non-volunteers) (Example: a, long a sound, ape) Review the long a spellings ai, ay and a_e. Review the long e spellings ee and ea. Teacher Note: Method of Delivery

how who say by her him see are High-Frequency Words Block 1: Opening
Daily Review High-Frequency Words how who say by her him see are Skill Development & Guided Practice Review the high-frequency words. Teacher first reads a High-Frequency Word. Students chorally read the High-Frequency Word. CFU options: 1. Teacher asks for non-volunteers to read the word he is pointing to aloud. 2. Teacher asks students to put their finger on the word ________. 3. Teacher asks students to read word #________. 4. Teacher asks students to whisper a word he is pointing to. 5. Teacher asks students to read the word she is pointing to in a squeaky voice. Teacher Note: Method of Delivery

Say the first sound you hear. Say the last sound you hear.
Block 2: Phonemic Awareness (Blend sounds to make words.) Learning Objective What will we blend? We will ________ words. Declare the Objective We will blend words. Activate/Provide Prior Knowledge Students, you already know words are made of sounds. Now, we will blend all the sounds together to make a word. Make the Connection Say the first sound you hear. Say the last sound you hear. Name the word. Point to the picture and say the word. Ask students to repeat the word. Stretch the word out so that students can hear the different sounds. For example say, “plllaaay.” Ask students to point out the sounds they hear. (Pair-Share then call on non-volunteers.) Teacher Note: Method of Delivery [pl / ay] [b / ee]

To blend is to put sounds together to make a word. Blending
Block 2: Phonemic Awareness (Blend sounds to make words.) Concept Development Singing the sounds can help the students blend. Students should be practising “smooth” blending, where all sounds are “hooked together”. Teacher Note To blend is to put sounds together to make a word. Which picture matches the blended word -{beeeannn}? “_____matches the blended word.” A B In your own words, what does it mean to blend? To blend is to _________. Checking for Understanding Blending bake baaake meal mmmeeealll plate plllaaate

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Blend sounds together to make a word. dream drrreeeammm gate gaaate train trrraaainnn Click to see the picture for the blended word. Teacher points to picture and says /dream/. Teacher stretches out the word /drrreeeammm/. Teacher says, “Take a breath before we blend.” Students stretch out the word /drrreeeammm/. Repeat five times alternating between teacher and students. CFU: Select five random students say /drrreeeammm/. Teacher says the word /dream/. Students say the word /dream/. Teacher Note: Method of Delivery

Blend sounds together to make a word.
Block 2: Phonemic Awareness (Blend sounds to make words.) Skill Development & Guided Practice Blend sounds together to make a word. tray trrraaay clean cllleeeannn plane plllaaannne Click to see the picture for the blended word. Teacher points to picture and says /tray/. Teacher stretches out the word /trrraaay/. Teacher says, “Take a breath before we blend.” Students stretch out the word /trrraaay/. Repeat five times alternating between teacher and students. CFU: Select five random students say /trrraaay/. Teacher says the word /tray/. Students say the word /tray/. Teacher Note: Method of Delivery

Sing Head, Shoulders, Knees and Toes
used number 1850 Brain Break Click on the wheel to spin. This activity will take about five minutes. Teacher Note Wheel of FUN Activity 1 Sing ABC Song (Teacher sings along with students. Refer to alphabet song.) Activity 2 Teacher Says (This activity is the same as Simon Says except use teacher.) Activity 3 Stretch! (Lead the students in some stretches.) Activity 4 Sing Head, Shoulders, Knees and Toes (Lead students in singing song.) Activity 5 Play the Hokey Pokey (Lead students in singing and dancing to the song.) Activity 6 Sing a nursery rhyme (Twinkle, Twinkle Little Star; If You’re Happy and You Know It)

We will read words. Long a says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of reading long a and e words.) Learning Objective What will we read? We will read _______. Declare the Objective We will read words. Concept Development 1 Refer to the vowel posters. Teacher Note Long a says its letter name. Long e says its letter name. Long a Long e What is the name of this letter? The name of this letter is _____. What sound does the long a make? What sound does the long e make? Is the long e in this word? Yes/No Is the long a in this word? Yes/No Checking for Understanding

leaf hat cat hen Long a says its letter name.
Block 3: Phonics/Letter Formation/Spelling (Review of reading long a and e words.) Concept Development 2 Long a: ai: It is usually in the middle of the word. ay: It is usually at the end of a word. a_e: The long a with the silent e after a consonant can be found at the beginning or middle of a word. Long e: ee: it is usually in the middle or end of a word. ea: it is usually at the beginning, middle or end of a word. Positional Frequency Long a says its letter name. Long e says its letter name. The long a and e can have different spellings. Long a ai ay a_e Is the long e in this word? Is the long a in this word? Checking for Understanding Long e ee ea leaf hat Not long a or e cat hen

Does the word have a long a or e spelling?
Block 3: Phonics/Letter Formation/Spelling (Review of reading long a and e words.) Guided Practice Does the word have a long a or e spelling? Remind the students that ch makes one sound. Look at the word. Does it have a long a or long e spelling? (Remind students of the long a spellings and their positional frequencies. Teacher then students; Pair-Share, call on non-volunteers, and use yes/no whiteboards.) Say the long a or long e sound. (Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Read the word. (Teacher segments and blends the sounds to read the word such as teeeach, caaake, trrraaainnn, teeea, sssaaammme, rrreeed, caaat, beeeammm. Alternate between teacher and student five times; Pair-Share then call on non-volunteers.) Effective Feedback: If students answer incorrectly, or do not have a response, de-escalate by repeating the word and sound several times by onset and rime or segmenting. Teacher Note: Method of Delivery ai ee ay ea a_e Long a and e

Block 3: Phonics/Letter Formation/Spelling (Review of reading long a and e words.)
Guided Practice 1. 2. 3. Look at the sentences. Read the sentence using the long a spellings to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery ai ee ay ea a_e Long a and e

And one for the little boy
Block 3: Phonics/Letter Formation/Spelling (Review of reading long a and e words.) Guided Practice Baa Baa Black Sheep Baa baa black sheep Have you any wool? Yes sir, yes sir, Three bags full; One for the master, One for the dame, And one for the little boy Who lives down the lane. ai ee ay ea a_e Long a and e Read the nursery rhyme Baa Baa Black Sheep. Read the story using the long a and long e spellings to sound out the words. (Teacher reads and students track. Then, teacher and students read together. Pair-Share then call on non-volunteers to read a sentence.) Teacher Note: Method of Delivery

We will write words. 1 Trace1 the word. 2 Write the word on your own.
Block 3: Phonics/Letter Formation/Spelling (Write words.) Learning Objective We will write words. What will we write? We will write _______. Declare the Objective Skill Development & Guided Practice Write words. 1 Trace1 the word. 2 Write the word on your own. 1 How did I/you trace the word? 2 How did I/you write the word? Checking for Understanding Handwriting Workbook p. 23 1 draw over Definitions

Block 3: Phonics/Letter Formation/Spelling (Spell long a & e words.)
Learning Objective Declare the Objective We will spell words. What will we spell? We will spell _______. Spelling Workbook p. 31 Refer to the spelling workbook for daily activity. Teacher Note

how How are you? who Who ate the apple?
Block 4: High-Frequency Words & Voc. Development Learning Objective Declare the Objective We will read high-frequency words. What will we read? We will read _______. Concept Development Why is how a high-frequency word? How is a high-frequency word because____. Why is who a high-frequency word? Who is a high-frequency word because____. What is a high-frequency word? A high-frequency word is _________. Checking for Understanding A high-frequency word is used more than other words. High-Frequency Words Sentences how How are you? who Who ate the apple?

Block 4: High-Frequency Words & Voc. Development
Skill Development & Guided Practice High-Frequency Words p. 8

How will you get to the game?
Block 4: High-Frequency Words & Voc. Development Skill Development & Guided Practice Teacher points to a word and says: Read this word ____. Point to a sentence and say: Read this sentence. Checking for Understanding Read the sentences. How do you make cake? Who ate the peach? Who will go to the game? How will you get to the game?

Terrible means really bad.
Block 4: High-Frequency Words & Voc. Development Define any difficult words from the story or lesson that will be read today. Teacher reads the word first and then students read the word. Teacher provides or reads the definition of the word, while students track with their fingers. Then, students read the definition with the teacher. Consider providing gestures for students, if appropriate. Teacher Note Lesson Vocabulary Terrible means really bad. Floss means to clean between your teeth using a thin string. Sparkle means it shines.

Read and write high-frequency words
Block 5: Performance & Rotational Activities Rotational Activity 1 Sort long a and e words Rotational Activity 2 Read and write high-frequency words Rotational Activity 3 Mix it, fix it, write it High-frequency words Rotational Activity 4 Teacher Guided: Write and draw about a character Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and cut out the words. Also, provide two baskets labeled long a and long e. Directions: Students will read and sort words by long a and long e into two labeled baskets. Materials: Print out this slide and give a pencil to each student. Fold the paper into a book. Directions: Teacher/assistant and student will track and read the high-frequency sentences. Then, students will trace the words. Materials: Print out this slide and give each student a pencil, crayons and markers. Directions: Unscramble the high-frequency word and write it with a pencil. Next, using the correct spelling, write the high-frequency word with a crayon. Then, write the word with a marker. Last, read the word three times. Materials: Print out this slide and give a pencil and crayons to each student. Select one or two characters from last week’s reading. Directions: Ask the students to write one or more sentences describing a character we read about last week. Please have them start with the sentence frame “(insert character name) is __.” Then, have the students draw the character. If they are able to write additional sentences about the character, please allow it. The student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students.

Reading Comprehension Strategies ACELY 1660, ACELY 1659
Block 6: CAP/Reading Comprehension Teacher Instructions: This slide appears throughout the week. Select one or two stories. We have provided a suggested list below, but feel free to select a different book. Prior to each story, review CAP, define unknown words and make predictions. After reading the story, have students respond orally to the questions provided or refer to the “Respond to Text” poster for Term 1. Reading Comprehension Strategies ACELY 1660, ACELY 1659 Suggested Story Choices Respond to Text Poster ACELT 1583 Review CAP Discuss the front cover, back cover, author, illustrator and title of the book before reading. Define difficult or unknown vocabulary words Picture Walk Discuss the pictures in the book. Guide the students in a discussion of what could be going on based on the pictures. Have students make a prediction. Examine the cover illustration and read the title of the book. Using the title and illustration, ask students, “Can you predict what this book is about? Alexander and the Terrible, Horrible, No Good, Very Bad Day (1972/1987) by J Viorst Angus & Robertson, NSW When Henry Caught Imaginitis (2007) by N Bland, Scholastic Too Loud Lily (2002) by S Laguna, Scholastic, Sydney Aladdin (2007) by Elisa Squillace, Child’s Play International Ltd. Bad Buster (2003) by Sofie Laguna, Puffin Australia Extra list of books: Who is the character? Where does the story take place? Name one thing that happened. What did you like about the story? What did you dislike about the story?

We will compare characters to personal experiences.
Block 6: CAP/Reading Comprehension (Review of Comparing characters to personal experiences.) Learning Objective Personal experiences are things that happened to you. Things that happen to a character can also happen to you. Remember the Concept We will compare characters to personal experiences. Periodic Review 2 The Hungry Bear 1. Wally is a very hungry bear But, he is terrible1 at catching fish! 3. The fish gets mad at Wally when he pulls him out of the river. 4. The fish punches Wally the bear. 5. Wally drops the fish and looks for berries to eat instead! words 1 Can you be hungry like Wally? yes/no 2 Can you punch a bear like the fish? 3 Can you look for berries to eat like Wally? Extended Thinking Why can a “fish punching you” not be a personal experience? (Pair-Share) Can “being terrible at catching fish” be a personal experience? Explain why or why not. 1 very bad Definitions

We will identify verbs. 1 Shayna drinks milk and eats biscuits. 2
Block 7: Grammar (Review of Identifying verbs.) Learning Objective A verb is an action word. A verb shows what someone or something is doing. Remember the Concept We will identify verbs. Periodic Review 2 Circle the underlined verb(s) in the sentences. 1 Shayna drinks milk and eats biscuits. 2 They ran to the park and then walked home. Extended Thinking Circle the verbs in the passage below. My Teeth 1. Every night, I clean my teeth. 2. I floss1 my teeth first. 3. Then, I brush my teeth with my toothbrush My toothpaste tastes good. 5. After, I look at how my teeth sparkle2! Words 1 clean between your teeth using a thin string 2 shine Definitions

Tell me something about the long a and long e.
Block 7: Closing Provide sentence frames, if appropriate. (Example, _____ is a verb because ____.) Teacher Note Tell me something about the long a and long e. Name a verb (action word). Retell me something that happened in the story. Use the high-frequency words in a sentence him, her, say, by, how and who.

Year One - Term 1, Day 23 Review.

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Year One - Term 1, Day 23 Review.

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